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Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking

التفاصيل البيبلوغرافية
العنوان: Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
اللغة: English
المؤلفون: Van Zoest, Laura R., Peterson, Blake E., Rougée, Annick O. T., Stockero, Shari L. (ORCID 0000-0001-7026-7112), Leatham, Keith R., Freeburn, Ben
المصدر: International Journal of Mathematical Education in Science and Technology. 2022 53(10):2583-2608.
الإتاحة: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 26
تاريخ النشر: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1220141
1220148
1220357
1720410
1720566
1720613
نوع الوثيقة: Journal Articles
Reports - Evaluative
Descriptors: Teacher Response, Mathematics Teachers, Teaching Methods, Coding, Affordances, Classroom Techniques, Teacher Student Relationship, Thinking Skills
DOI: 10.1080/0020739X.2021.1895341
تدمد: 0020-739X
1464-5211
مستخلص: We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach. We conclude by making several further observations about the potential versatility and power in articulating units of analysis and developing and applying tools that attend to these facets when conducting research on teacher responses.
Abstractor: As Provided
Entry Date: 2023
رقم الأكسشن: EJ1370813
قاعدة البيانات: ERIC
الوصف
تدمد:0020-739X
1464-5211
DOI:10.1080/0020739X.2021.1895341